Overview

Through studying both psychology and education you will gain an expert understanding of educational principles underpinned by the theory of human behaviour. It is the ideal degree for those wishing to gain the knowledge, skills and experience to enter a career within education.

Why study BSc Psychology with Education at Middlesex University?

Our degree, accredited by the British Psychology Society (BPS), offers some of the best psychology teaching and research facilities in the UK, including both a psychophysiology and a virtual reality laboratory. Not only will you gain theoretical and practical knowledge of modern psychology (the study of human behaviour), you will integrate your learning with the theory and practice of education studies.

Taking part in a year long industry placement can enable you to put theory into practice and gain invaluable professional experience. Our degree is an ideal step towards postgraduate training to become an occupational or organisational psychologist, or as a route towards an education-focused career. This can include roles within research, teaching or academia.

Course highlights

Our degree gives you the Graduate Basis for Chartered Membership of the British Psychological Society (which can lead to a career as a psychologist)

You can choose to take part in a year long industry placement where you will gain invaluable professional experience. There are no additional fees to pay for the full academic year

We offer some of the best psychology teaching and research facilities in the UK, including specialist laboratories for psychophysiology, social observation, virtual reality, and auditory cognition

Find out more

Department

What our students say

My lecturers were always engaged in what they were teaching and I had an opportunity to improve my knowledge in so many areas of psychology.

Evelina Saulyte, Psychology BSc student

Course content

What will you study on the BSc Psychology with Education?

You will study, debate and discuss the main theoretical approaches to psychology and education studies, and learn the fundamentals of psychological research design and analysis. You will be encouraged to develop a critical approach to your studies, evaluating theory and evidence as you go. You will also examine the latest findings and debates in biological, developmental, social and cognitive psychology, including the areas of perception, learning, memory, language and thinking.

What will you gain?

You will develop advanced communication skills in written, oral and numerical forms and learn to work effectively both independently, and as part of a team.

Modules

Year 1

Mind and Behaviour in Context (30 credits) - Compulsory

Psychological Statistics (30 credits) - Compulsory

This module aims to introduce the statistical and qualitative analysis as they are employed in psychological research. You will gain experience in a range of analytic techniques and learn to use relevant software. You will also be required to engage in extensive hands-on computer use in order to develop skills in data collection, input and analysis, using SPSS.

Research Methods and Design in Psychology (30 credits) - Compulsory

The module aims to introduce the principles and practice of quantitative and qualitative psychological research. You will develop skills in searching literature and generating hypotheses with a sound rationale, understand the principles of sound research design and data collection and be able to interpret findings and critically assess research output in psychology. You will also be provided with opportunities to develop skills in the dissemination of research results with the conventions, styles and critical approach of academic work.

Historical, Social and Political Perspectives on Education (30 credits) - Compulsory

An overview of education policy from the beginning of universal state education until the present. The philosophical ideologies that have underpinned policy and a more detailed examination of some current education issues.

Personal Coaching for Academic Success (30 credits) - Optional

This module aims to equip you with tools to be able to better engage in your learning. It will teach you an array of independent and reflective skills from writing to dealing with exam anxiety.

Year 2

Brain, Body and Mind (30 credits) - Compulsory

This module aims to provide an overview of the biological bases of behaviour and the cognitive approach to psychology. After initial study of the anatomy physiology of the nervous system, attention is focused on aspects of behaviour that have a clear biological component. Through a series of practical laboratory sessions you will investigate specific central and peripheral nervous system variables and their relation to behaviour. In the second half of the module, the nature of the cognitive approach to psychology will be outlined and key theories relating to major cognitive faculties explored. Understanding of these is enhanced through a series of interactive seminars.

The module aims to develop the depth and breadth of understanding of core theory and research in developmental and social psychology whilst also explaining differences between individuals.

Research Methods and Ethics in Psychology (30 credits) - Compulsory

The module enables you to understand and evaluate psychological research and to understand how research design relates to research questions. It provides you with skills in a variety of statistical analyses and enables you to conduct ethical psychological research utilising quantitative and qualitative methods. It provides the foundation for interpretation and critical discussion of published psychological research.

Equality, Diversity and Inclusion (30 credits) - Optional

This module aims to explore the definitions of the key concepts (race, class, sex. disability) and the statistical evidence for underachievement in education as well as the sociological and psychological explanations that have been advanced to account for patterns of underachievement. You will also focus on the central and local government policies and legislation that have sought to address inequality in educational provision and attainment.

Curriculum Studies Key Stage 2 and Beyond (30 credits) - Optional

This module aims to provide an overview of the biological bases of behaviour and the cognitive approach to psychology. After initial study of the anatomy physiology of the nervous system, attention is focused on aspects of behaviour that have a clear biological component. Through a series of practical laboratory sessions you will investigate specific central and peripheral nervous system variables and their relation to behaviour. In the second half of the module, the nature of the cognitive approach to psychology will be outlined and key theories relating to major cognitive faculties explored. Understanding of these is enhanced through a series of interactive seminars.

Year 3 - Students must complete a total of 120 credits in the final year

Psychology in Education (30 credits) - Compulsory

This module is designed to give you an advanced level of understanding of the way that psychological theories and research have influenced our understanding of child and adult learning and teaching in educational settings. The aim is to direct you to develop an appreciation of traditional and contemporary research, knowledge and applications in the domain.

Year 3 dissertation modules - choose ONE module from the following:

Psychology Dissertation (30 credits)

Within this module, you will pursue independent study with a designated supervisor on a topic not offered in-depth among the normal range of modules. You will be expected to carry out an original investigation using a recognised psychology or cognitive science research method, and produce a dissertation based on that research. The title and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable you to develop your methodological and statistical knowledge acquired through previous research methods training. It will develop your competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation, and it will provide the opportunity for you to become competent and self-sufficient researcher.

Psychology Extended Dissertation (45 credits)

Within this module, you will pursue independent study with a designated supervisor on a topic not offered in-depth among the normal range of modules. You will be expected to carry out an original investigation using a recognised psychology or cognitive science research method, and produce a dissertation based on that research. The title and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable you to develop your methodological and statistical knowledge acquired through previous research methods training. It will develop your competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation, and it will provide the opportunity for you to become competent and self-sufficient researcher.

Year 3 optional modules - you must take ONE of the following

This module looks at special educational needs, disability and inclusion in education and concentrates on the definitions of learning difficulty and disability and the extent to which parents, pupils and you with Special Needs and Disabilities have access to the same educational opportunities as others.

Children's Rights: Law, Policy and Practice (30 credits) - Optional

This module aims to provide you with the knowledge on a range of conceptual frameworks of childhood and children's rights. You will evaluate the relative balance of powers, duties and accountabilities between the key players in education as with a multi-agency approach. You will critically discuss the key principles of the UN Convention on the Rights of the Child, and evaluate the congruence between selected legislation, policy and practice and conceptualisations of childhood, child development and children's rights. You will develop the knowledge and analytical perspectives on particular areas of legislation, policy and practice that affect children.

Children's Literature (30 credits) - Optional

This module aims to define children's literature, examine its categories, and acquaint you with an historical and international range of works. You will critically review, consolidate and extend practical working knowledge of a wide range of literature for children and children's literature criticism. You will examine texts closely, testing the value of diverse genres such as picture book arts and theoretical reading strategies. You will develop enthusiasm and informed experience and explore the use of literature in the classroom/library.

Year 3 optional modules - the remaining credits must be filled with the following options; a maximum of ONE module can be taken from each block

Autumn term modules - Block 1

PSY3034 Advanced Qualitative Research Methods (15 credits)

This module aims to develop the depth and breadth of students’ qualitative research methods knowledge and practice by equipping them with a combination of practical and theoretical skills. Strengthening existing knowledge of qualitative research methods, students will be familiarised with a range of qualitative methodologies and methods of generating and analysing data in-depth. The module allows the time and space necessary for sustained immersion. It enables proficiency in qualitative research knowledge and skills to be further enhanced through repetition and comparison when learning advanced concepts and their application, such as ontologies, epistemologies, social constructions, research questions, sampling, data generation, accounts, claims, reflexivity. Students will be provided with active experiences of interviewing and conducting analyses, as well of developing reflexive practice which is an essential aspect of qualitative research. In order to optimise student engagement and learning, an experiential approach to teaching advanced qualitative research methods will be undertaken; student-led active learning will complement didactic aspects. Teaching will be led and illustrated through the module leaders’ own qualitative research practices; this will be delivered through a series of lectures and skills-based workshops informed by their research. The lecture and skills-based workshop elements will run consecutively in a three-hour weekly session. This module also aims to prepare students to conduct qualitative research in the future, such as in their dissertation projects. Therefore, this module is both ideal for, and provides a rich learning opportunity for students who enjoyed their study of research methods at Level 5; those who are undertaking a qualitatively-based dissertation project; those who want to study Psychology at a postgraduate level; and for those planning a career in research.

PSY3041 Atypical Child Development (15 credits)

This module aims to develop the depth and breadth of students’ understanding of core theory and up-to-date research in the field of atypical developmental psychology. This is the ideal module for students who have enjoyed their study of developmental psychology at level 5. Strengthening existing knowledge in developmental psychology, students will be introduced to perspectives and theory in atypical child development, as well as classic and contemporary research that underpins these theories. The interaction of emotional, cognitive, biological, behavioural and environmental factors in the development of atypical behaviour will be explored, whilst emphasising the importance of understanding typical child development. Content will focus on anxiety disorders, obsessive compulsive related disorders, autism spectrum disorder, attention deficit hyperactivity disorder, language learning, attachment disorders and eating disorders. This module provides a rich learning opportunity for students planning a career with children, particularly within teaching, educational psychology, clinical psychology, youth work or counselling.

PSY3052 Neuropsychology: The healthy brain and what can go wrong with it (15 credits)

To introduce students to the history, principles and methods of neuropsychology with a particular emphasis on case studies * To introduce the causes and symptoms of major neuropsychological disorders of language, vision, memory, emotion, personality, olfaction and development, and the theories accounting for each * To demonstrate the extent to which case studies (in combination with data from brain imaging) inform us about the functioning of the healthy brain in these cognitive functions * To describe and evaluate how the effects of brain damage are assessed * To encourage critical thinking and oral presentation skills * To prepare students for postgraduate study within neuropsychology

PSY3051 Applying health Psychology to behaviour change (15 credits)

The module aims to introduce students to health psychology and the work of Health Psychologists in practice. It covers the psychological, behavioural and social determinants of health and illness, before focusing on health behaviour change interventions and chronic illness and its management. It aims to help students apply knowledge and skills to real-world health problems.

PSY3054 Critical Forensic Psychology (15 credits)

The module aims to explore the application of psychology to social problems in the areas of crime, conflict and violence, taking into account individual, group and social factors. It considers how individuals and groups become involved in, and perpetuate, these problematic behaviours, and also considers the consequences for victims, government and justice responses, and approaches to prevention.

Autumn term modules - Block 2

Creative and Visual research methods (15 credits)

This module aims to introduce students to a range of contemporary visual research methods and to develop students’ capacity in the application of different methods of collecting, analysing, and disseminating visual data in psychological research.

Infancy and childhood: psychoanalytic perspectives (15 credits)

This module looks at difficulties in personal and social development are commonly attributed to traumatic, painful or confusing events in infancy and childhood. The primacy of childhood in contemporary society is largely a legacy of psychoanalytic thinking. This module will introduce you to important and influential psychoanalytic theories regarding infancy, childhood and adolescence. It considers the relationship between life events and subjective phantasy in the development of the personality and psychopathology. It explores the consequences of these modes of thinking on the practice of psychotherapy, counselling, social work, teaching, and child care. It provides a foundation for further training in therapeutic and social care professions.

New Directions in Cognitive Science (15 credits)

We all have the experience of an internal dialogue; linguistically phrased commentary and reasoning that pertains to our actions in the here and now or to actions we might wish to execute. But do those sentences truly reflect how our brains collate and process information? For many years the assumption was that they do, but of late this view has been challenged.Cognitive science is a multidisciplinary approach to studying and understanding internal causal states for the production of behaviour (thoughts). The primary aim of cognitive science is to provide a mechanistic (how things work) and functional (why things work) account of cognition. Cognitive science has traditionally been grounded in a ‘symbolic account’ of mind – the notion that the brain, much like a computer, manipulates abstract information that has representational content (is about something). However, recent changes in our understanding of behaviour, cognition and neuroscience have challenged these underlying assumptions. This module will outline the underlying assumptions of cognitive science, how they have been challenged by recent developments and whether cognitive science can incorporate these new developments within its existing framework. Importantly, this module will teach topics from different areas of science including; psychology, ecology, neuroscience, and computer science.

Social, Cultural & Community Mental Health (15 credits)

This module develops the students' knowledge of social approaches to mental health theory, research and practice, and their application to community mental health. Students' will develop a critical understanding of cultural, social, environmental and economic influences on mental health and the relationship between social adversity and mental health problems. Additionally, students will develop the ability to critically evaluate evidence bases and evidence-based mental health care practice in community settings. This module would be well suited to students who are considering careers in clinical psychology, counselling psychology, psychotherapy, mental health promotion and campaigning, social work, human rights advocacy, health management and community mental health.

Autumn term modules - Block 3

Creativity & Imagination (15 credits)

The module explores psychological aspects of creativity and imagination. Students' will develop a critical understanding of psychological theory and research relating to creative productivity across a range of contexts. Additionally, students will apply theory and research to plans for developing, enhancing and/or utilising creativity and imagination in real-world contexts.

Psychology in Education (15 credits)

This module is designed to give students an advanced level of understanding of the way that psychological theories and research have influenced our understanding of child and adult learning and teaching in educational settings. The aim is to direct students to develop an appreciation of traditional and contemporary research, knowledge and applications in the domain. Students will study cognitive, social, developmental, and biological theoretical perspectives, providing an integrated understanding of how psychological theory and research intersects with education in a wide range of settings. Psychology in Education provides a rich learning opportunity for students wanting to study educational psychology at Masters level and for those planning a career in teaching.

How to DO cognitive neuroscience (15 credits)

Cognitive neuroscience is at the forefront of advances in psychology. It is the study of brain states and how such brain states are related to behaviour and cognition. Many of the recent advances in the field are due to the rapid development and use of technology that allows us to infer what the brain is doing during different psychological states. This module aims to provide an introduction to the theory that underpins cognitive neuroscience techniques such as EEG, TMS, fMRI, TES. Moreover, and importantly the module will aim to provide a hands-on approach to learning how to use them. In this module students will have the chance to learn how to use advanced equipment by practicing with it. The aim is to teach how the equipment works, how to analyse the data, and what questions different methods can answer and what are its limitations by using them.

The aims of this module are to provide students who are considering a career in therapeutic practice a knowledge of psychoanalytic concepts and ideas and how they have developed and are applied in contemporary therapeutic work. It will give students an understanding of the diversity and the wide range of applications of psychoanalytic approaches not only in terms of different theoretical approaches but also in relation to the treatment of different clinical pathologies, as well as to different client-groups and ages, and settings. It will inform and evaluate the contribution of psychoanalytic concepts in therapeutic work. The module aims to give insight into the different views held about the therapeutic process. It aims to give information about the situation, the landscape of psychotherapeutic practice in the UK today and prospects for further learning and employment in the field.

Spring term modules - Block 4

Psychology of Music (15 credits)

This module aims to introduce students to music psychology, a new field studying human psychological responses to music, which include emotion regulation, cognitive benefits, inter-personal coordination and empathy. The study of music as part of human communication and cognition has long eluded the psychological disciplines. Yet music is universal, very present in everyday life and most people are music users in different forms and to varying degrees. In the last twenty years the amount of published studies and applications has blossomed, making of music psychology a very topical area with significant ramifications in educational (e.g., reading) and rehabilitative contexts (e.g., Parkinson’s), as well as health, well-being and developmental disorders. The module aims to introduce aspects of music as they have been studied within different psychological fields, including behavioural neuroscience. The module would ideally combine with language modules, general cognitive neuroscience, education, atypical, health, psychology of art.

Primatology (15 credits)

Humans are only one species of primate. We share the world with chimpanzees, orangutans, bonobos, and gorillas – in addition to more than five hundred other species of primate, everything from lemurs to marmosets to mandrills. To understand ourselves is to understand the primate background to our biology, behaviour, and cognition. This module will provide a comprehensive survey of the living primates with a focus of research in the wild (ethology) and in the psychology lab (comparative psychology). Over the last twenty-five years, experimental research in primate behaviour and cognition has exploded, and this primatology module will provide students with up to date knowledge of the major areas of study. The primatology module will provide a rich learning opportunity for students who want to understand the foundations of human nature that we share with our primate cousins.

Neuropsychology of language & communication (15 credits)

This module aims to introduce students to an advanced level of the study of language, which will ideally combine with general cognitive neuroscience modules, and the Psychology of Music. Aspects of the module would be relevant also for the study of aging, language and communication in multicultural environments and atypical groups. The module includes a skill component introducing students to a selection of main tests used in the assessment of language and literacy in the developmental population, which will be associated with a practical report. An indicative list of lecture topics is presented below.

Death, Separation and Loss (15 credits)

This module aims to shed light on death. Put simply, death is the cessation of all biological functions that sustain a living organism, however this module is concerned with the complex processes surrounding death, and related issues of separation and loss. It aims to understand the psychological processes involved not only after someone dies, but also to identify the different kinds of losses humans can experience and the factors involved in grief and mourning. Separation and loss are core to the notion of disenfranchised grief, where the griever or the loss itself may not be recognised (e.g. a ‘broken heart’ from a relationship break-up or divorce, miscarriage, a child as a griever, terminal illness). Classical and contemporary theories of death and bereavement will be covered (e.g. Mourning and Melancholia, Grief Stages, Dual Process, Continuing Bonds and Terror Management Theory). Students will be introduced to both evidence-based practice and practice-based evidence in the area, which will highlight expertise in the faculty, from quantitative research on death and video games, to qualitative research on suicide, to practice areas including bereavement counselling and emerging technologies for end of life management.

Key Issues and Controversies in the Psychology of Elite Sport Performance (15 credits)

This module will aim to introduce students to the ways in which psychological theories and methods contribute to our understanding of elite sport performance, to understand the psychological, behavioural and social determinants of elite sport performance and the applications of sport psychology, from a practitioners perspective, to working with skilled performers.

Spring term modules - Block 5

Coaching Psychology (15 credits)

This module offers advanced level study of topics in coaching psychology and offers students a blend of academic study, practical knowledge, and personal development. The module is designed to measure a variety of learning outcomes and to facilitate students’ development of critical thinking, independent learning, reflective learning, and listening and communication skills. It provides an introduction to basic skills of Coaching and Coaching Psychology. The module may encourage students to explore further training in Coaching and Coaching Psychology as part of their professional and career development.

Lifespan Stages: Adult stages of development (15 credits)

The module aims to explore the psychology of lifespan development using theoretical and research orientated approaches. It considers how psychological knowledge of ways in which development can be investigated and observed using research can be undertaken from a variety of perspectives, as well as how it can be understood using models of cognitive, biological, socio-ecological, psychodynamic and developmental psychology. The module aims to develop students’ understanding of how theoretical, empirical and personal examples arising in the fields of academia, research and clinical practice contribute to understanding of lifespan development and can be practically applied to Lifespan investigation.

Fundamentals of cognition: Human memory (15 credits)

This module aims to provide students with a solid foundation in the operations of human memory and is ideally suited to students who enjoyed learning about key principles of how memory works at Level 5. The focus will be on long-term memory, and students will build upon their existing knowledge through consideration of classic and contemporary research that has shaped current theory. With both a theoretical and applied focus, content will surround perspectives on the operations of different kinds of long-term memory (e.g., explicit and implicit, semantic and episodic), the basic memory processes and factors that affect them, memory enhancement and impairment, memory disorders, the reconstructive nature of memory, and practical and contemporary issues in the study of human memory. This module provides a rich learning opportunity for students with an interest in further study or a research career in cognitive psychology / cognitive neuroscience.

The Science Of Intimate Relationships (15 credits)

Why do we have a fundamental need to connect with others? This module considers the ‘big’ questions about intimate relationships, and takes a scientific approach to investigating topics such as closeness, trust, love, partner selection, issues in relationships (conflict, betrayal, infidelity, jealousy and power) and relationship maintenance and dissolution (including separation and loss). The aim is to develop knowledge and understanding of theories and models of intimate relationships and the research that has contributed to this. With its emphasis on ‘science’, the module will go beyond the classic psychological approach of intimate relationships (e.g. theories of attachment, interpersonal attraction and love), to consider relevant theory and research from the broader behavioural sciences (e.g. evolutionary biology, physiology, cybernetics and artificial intelligence). The module takes a research and practice lead perspective, to examine how theory, research tools and data have been translated into practice, including sessions from practicing clinicians, bringing examples of their clinical practice to illustrate theory. The module will be of interest to those wanting to further understand how and why intimate relationships are a defining feature of human experience.

Spring term modules - Block 6

Therapeutic Psychology (15 credits)

This mental health module will explore different approaches to therapeutic psychology. It will also explore key approaches to therapeutic theory and practice.

Lifespan Issues: Impact of Life Experience (15 credits)

The module aims to (a) to develop students’ understanding of how theoretical, empirical and personal examples arising in the fields of academia, research and clinical practice contribute to understanding life experience and psychology and (b) to encourage students to think reflectively about the psychological relevance of social norms, expectations, stereotypes and issues of personal identity and nurture on life experience and development

Evolutionary Approaches to Behaviour (15 credits)

To introduce students to core aspects of evolutionary theory and to demonstrate the application of evolutionary theory to behaviour. The principal aim is to demonstrate how behaviour can be regarded as the product of biological evolution. A secondary aim is to discuss how evolutionary approaches complement other frameworks and add another level of explanation to scientific understanding. Students will cover various different evolutionary approaches including ethology, behavioural ecology and evolutionary psychology; discussing key findings and methodological differences.

The Psychology of Stress, Motivation and Work-Life Balance (15 credits)

This module aims to introduce students to the area of occupational psychology particularly in relation to stress, motivation and work-life balance. The module will introduce theories which underlie stress with a strong focus on the role of stress in the workplace. The students will also gain an understanding of work-life balance and the real-world applications of promoting good work-life balance. The topics will be covered in a variety of ways which will allow the students to engage with some of the critical debates around area. This will range from the complexities surrounding the conceptualisation of work-life balance, to the impact it can have on the health of employees, whilst also incorporating the role of the employer. Although, motivation and stress in the workplace are areas which have been traditionally researched in relation to workplace psychology, both of the areas, along with work-life balance are currently yielding a lot of innovative research. The module will allow students to critically engage with an emerging and increasingly popular area of occupational psychology and it will appeal to students who have an interest in occupational psychology, but specifically the links between work and home life, and how psychology has helped to shape this discipline. Since work based stress, motivation and work-life balance are all employment based topics, the content will be relevant to students beyond their degree and can be carried into their chosen areas of employment. Particularly those who are planning to go into Human Resources, Occupational Psychology or wish to pursue a postgraduate course in this area.

Modules

September 2018 - Year 2 entry only

Year 2 Modules

Research Methods & Ethics in Psychology (30 credits - Compulsory)

The module enables students to understand and evaluate psychological research and to understand how research design relates to research questions. It provides students with skills in a variety of statistical analyses and enables them to conduct ethical psychological research utilising quantitative and qualitative methods. It provides the foundation for interpretation and critical discussion of published psychological research.

Biological & Cognitive Psychology (30 credits - Compulsory)

The module aims to give students an overview of the biological bases of behaviour and the cognitive approach to psychology. After initial study of the anatomy & physiology of the nervous system, attention is focused on aspects of behaviour that have a clear biological component. Through a series of practical laboratory sessions students will investigate specific central and peripheral nervous system variables and their relation to behaviour. In the second half of the module, the nature of the cognitivist approach to psychology will be outlined and key theories relating to major cognitive faculties explored. Understanding of these is enhanced through a series of interactive seminars, consisting of problem-solving activities.

Developmental Psychology (30 credits - Compulsory)

This module aims to develop the depth and breadth of students’ understanding of core theory and up-to-date research in developmental psychology. In this module you will study a wide range of theoretical areas, such as biological, social, emotion, and cognitive processes. This module will also introduce you to the classic and contemporary research that underpins these theories. A significant proportion of theories within this discipline focus upon development in the early part of the lifespan, during infancy and childhood, as these are the periods during an individual's lifespan when the most change occurs. You will be introduced to perspectives, theory and research in both typical and atypical child development. The interaction of emotional, cognitive, biological, behavioural and environmental factors in the development of atypical behaviour will be explored, whilst emphasising the importance of understanding typical child development.

Equality, Diversity & Inclusion (30 credits - Optional)

This module aims to develop students’ understanding of complex societal situations concerning specifically equality, diversity and inclusion in educational settings. Through the application of selected concepts such as migration, capitalism, cultural capital, social class, ‘race’, gender, media, language, discourse, heterogeneity, normativity and democracy, the module develops a robust theoretical base for examining multiple perspectives and their different understandings of learners in educational settings, from the very young children to university students. The module is underpinned by critical pedagogy and built on dialogic principles which are designed to support students to grow intellectually, emotionally and ethically. It develops students’ independence, autonomy and collaborative ways of studying. Collectively the teams of students and tutors aim to move towards identifying solutions and developing pedagogies of hope.

Curriculum Studies Key Stage 2 & Beyond (30 credits - Optional)

This module aims to develop a critical awareness of children’s educational experiences as a result of the aims, structure and content of the school curricula in Primary and Secondary education. Students will be aware of the curriculum’s historical and socio-political context, pre and post 1988 (with the implementation of the NC in the UK), and of the hidden curriculum, and to determine who has influence over its aims, design and delivery. Also to consider the accountability of teachers and the role, process and reporting of inspection. By referring to effective principles of learning and assessment, pedagogies, and practices, this module will allow students to demonstrate a working knowledge of the current curriculum documentation for Primary Schools and transition year at Secondary School, by effectively planning for teaching, learning, and assessment against the aims and criteria of the National Curriculum.

Year 3 Modules - choose THREE optional modules

Social Psychology & Individual Differences (30 credits - Compulsory)

This module aims to develop the depth and breadth of students’ understanding of theory and research in social psychology and personality psychology. In term 1, students are introduced to the social dimension of human psychology, through topic-focused lectures combined with small-group collaborative research projects. In term 2, students will cover mainstream concepts and theories of personality and the application of personality (dispositional) theory in assessment (including employability). There will be a strong emphasis on critical consideration of the strengths and limitations of comparative models along with the conceptual links. The application of psychometrics and underlying principles of factor analysis will be explained in context and students will analyse their own personality in a career context to facilitate understanding.

Psychology in Education (30 credits - Compulsory)

This module is designed to give students an advanced level of understanding of the way that psychological theories and research have influenced our understanding of child and adult learning and teaching in educational settings. The aim is to direct students to develop an appreciation of traditional and contemporary research, knowledge and applications in the domain. Psychology in Education provides a rich learning opportunity for students wanting to study educational psychology at Masters level and for those planning a career in teaching.

Dissertation (30 credits - Compulsory)

Students pursue independent or group based study with a designated supervisor on a topic not offered in-depth among the normal range of modules. The student will be expected to carry out an investigation using a recognised psychology or cognitive science research method, and produce an independent dissertation based on that research. The topic and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable participants to develop their methodological and statistical knowledge acquired through previous research methods training; it will develop their competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation and it will provide the opportunity for final year students to become competent and self-sufficient researchers.

To provide students with an understanding of the historical evolution of policy and practice relating to special educational needs, disability and inclusion. To provide students with an understanding of the legislative framework within which inclusive provision for special educational needs and disability is made. To enable students to examine various theoretical perspectives and discourses within which the debate about SEND and inclusion have taken place. To enable students to explore in depth the implications for children, young people, parents and other relevant stakeholders on access and provision.

Children’s Literature (30 credits - Optional)

The module aims to give students an in-depth understanding of the historical development of the variety of children's literature we know today and how children's literature, particularly children's fiction, can support child development. Categories of children's literature (aimed at children from birth to younger teens) will be examined to familiarise students with a historical and international range of works. Students will critically review, consolidate and extend their practical working knowledge of a wide range of literature for children and children's literature criticism through the examination of a variety of children's literature texts. Students will critically evaluate the relationship between children's literature and child development, and explore the use of literature in the classroom.

Children’s Rights: Law, Policy & Practice (30 credits - Optional)

This module aims to support students to critically analyse the implementation of children’s rights towards self-determination within early yeas and educational practice, in a context in which debate and policies on childhood are marked by a legal, political and cultural movement towards the recognition of the child as an autonomous subject in society. Students will argue and position concepts to explore if the child is observed as an incomplete adult to be formed and protected or an ‘active agent’ with a role in influencing educational practice. Legal and policy documents such as the United Nations Convention on the Rights of the Child (UNCRC) and the Children Act, aimed at promoting children’s rights will be critically debated. How a child is positioned in society and issues around ‘rights talk’; ‘can children have rights?’ will be argued and challenged in the context of young citizens, best interests and childhood as a social construct.

Modules

September 2018 - Year 3 entry only

Year 3 Modules - choose THREE optional modules

Social Psychology & Individual Differences (30 credits - Compulsory)

This module aims to develop the depth and breadth of students’ understanding of theory and research in social psychology and personality psychology. In term 1, students are introduced to the social dimension of human psychology, through topic-focused lectures combined with small-group collaborative research projects. In term 2, students will cover mainstream concepts and theories of personality and the application of personality (dispositional) theory in assessment (including employability). There will be a strong emphasis on critical consideration of the strengths and limitations of comparative models along with the conceptual links. The application of psychometrics and underlying principles of factor analysis will be explained in context and students will analyse their own personality in a career context to facilitate understanding.

Psychology in Education (30 credits - Compulsory)

This module is designed to give students an advanced level of understanding of the way that psychological theories and research have influenced our understanding of child and adult learning and teaching in educational settings. The aim is to direct students to develop an appreciation of traditional and contemporary research, knowledge and applications in the domain. Psychology in Education provides a rich learning opportunity for students wanting to study educational psychology at Masters level and for those planning a career in teaching.

Dissertation (30 credits - Compulsory)

Students pursue independent or group based study with a designated supervisor on a topic not offered in-depth among the normal range of modules. The student will be expected to carry out an investigation using a recognised psychology or cognitive science research method, and produce an independent dissertation based on that research. The topic and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable participants to develop their methodological and statistical knowledge acquired through previous research methods training; it will develop their competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation and it will provide the opportunity for final year students to become competent and self-sufficient researchers.

To provide students with an understanding of the historical evolution of policy and practice relating to special educational needs, disability and inclusion. To provide students with an understanding of the legislative framework within which inclusive provision for special educational needs and disability is made. To enable students to examine various theoretical perspectives and discourses within which the debate about SEND and inclusion have taken place. To enable students to explore in depth the implications for children, young people, parents and other relevant stakeholders on access and provision.

Children’s Literature (30 credits - Optional)

The module aims to give students an in-depth understanding of the historical development of the variety of children's literature we know today and how children's literature, particularly children's fiction, can support child development. Categories of children's literature (aimed at children from birth to younger teens) will be examined to familiarise students with a historical and international range of works. Students will critically review, consolidate and extend their practical working knowledge of a wide range of literature for children and children's literature criticism through the examination of a variety of children's literature texts. Students will critically evaluate the relationship between children's literature and child development, and explore the use of literature in the classroom.

Children’s Rights: Law, Policy & Practice (30 credits - Optional)

This module aims to support students to critically analyse the implementation of children’s rights towards self-determination within early yeas and educational practice, in a context in which debate and policies on childhood are marked by a legal, political and cultural movement towards the recognition of the child as an autonomous subject in society. Students will argue and position concepts to explore if the child is observed as an incomplete adult to be formed and protected or an ‘active agent’ with a role in influencing educational practice. Legal and policy documents such as the United Nations Convention on the Rights of the Child (UNCRC) and the Children Act, aimed at promoting children’s rights will be critically debated. How a child is positioned in society and issues around ‘rights talk’; ‘can children have rights?’ will be argued and challenged in the context of young citizens, best interests and childhood as a social construct.

You can find more information about this course in the programme specification. Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.

Teaching

How is the BSc Psychology with Education taught?

Work placements

You will be encouraged to undertake an expenses-based work placement during your studies as a year long assignment between year two and three. Furthermore, depending on the organisation you are on placement with, you may be entitled to apply for a maintenance grant. The year-long placement exempts you from paying tuition fees for the full academic year, ensuring you gain the necessary practical skills to embark on your chosen career.

A wide range of influential and established organisations are involved with the placement course, for example Great Ormond Hospital School, St Georges Hospital, Priory Hospital, Institute of Psychiatry, Institute of Education, University College London, Holloway Prison, and the Metropolitan Police. Your involvement in such organisations includes engaging in everyday activities such as classroom education within the hospital school and running anger management courses for the prison inmates. In addition, previous students have been engaged in a wide range of clinical and educational research including eating disorders, obsessive compulsive disorders, autism and stuttering, and investigating the psychological factors in relation to male and female rape.

Placements and internships can greatly improve your employment prospects, and those who take part achieve excellent academic results through applying their learning in a professional setting.

Teaching

You will be taught through a combination of Lectures, Seminars, laboratory practicals, workshops, and tutorials. Lectures allow you to gain and develop knowledge in specific subjects. You can discuss and develop your understanding of topics covered in lectures and practicals in smaller seminar groups usually made up of 25 students. In addition, you can arrange one to one sessions with your personal tutor or module leader. You will also have access to and use resources to support your learning including; specialist software and dedicated laboratories throughout your course.

During your first year (level 4), your weekly timetable will typically consist of:

7 hours of lectures

1-2 hours of tutorials

1-2 hours of seminars

3 hours of lab classes/workshops

Independent Learning

When not attending your teaching, sessions mentioned above, you will be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, working on projects, undertaking research, and preparing for assessments including coursework, presentations and examinations. Your independent learning is supported by the facilities available including the library and Study Hub, Laptop hire, and with online materials in MyUniHub (see student support section below).

Overall Workload

Your overall workload will include the activities listed above, and with each credit being completed equating to 10 hours of study time (You will complete 120 credits per level of study, which are broken down into modules of typically 30 credits). While your actual hours may depend on the optional module that you choose (if available), the following information will give you an indication of how much time is allocated to teaching and independent study on your course:

Level 4

29% of your time is spent in timetabled teaching and learning activity:

Teaching, learning and assessment: 342 hours

Independent Learning: 858 hours

Level 5

33% of your time is spent in timetabled teaching and learning activity:

Teaching, learning and assessment: 395 hours

Independent Learning: 805 hours

Level 6

29% of your time is spent in timetabled teaching and learning activity:

Teaching, learning and assessment: 343 hours

Independent Learning: 857 hours

Academic Support

You will have access to academic support services that you assist you in the following areas:

Study Skills, including academic writing, reading and numeracy skills

Employability, with workshops and tutorials on CV writing, interview and presentation skills

Library Support, including sessions on finding, and choosing the right resources and software and tutorials on referencing and plagiarism

Progression and Support Advisors to assist you with if you experience difficulties with your studies

Well-being Services.

These services can be accessed through the UniHelp Desk in the Library building.

Assessment

The course will provide you with opportunities to test your knowledge and understanding informally through ‘formative’ assessment. This will be completed before your formal ‘summative’ assessment which will count towards your final marks. Each module normally contains at least one piece of formative assessment from which you will receive feedback from your tutor. Formative assessments are developmental and any grade you receive from formative assessment does not count towards your final marks.

There is formal ‘summative’ assessment as part of the module, usually towards the end of the module. Assessment methods could include written examinations, a range of coursework including essays, laboratory reports, portfolios, and your main final year project. The grades from the summative assessments count towards your module mark. Assessments are reviewed annually and may be updated based on student feedback, to suit content or based on feedback from an external examiner.

Percentage of course assessed by coursework

The balance of assessment will depend on the modules that you complete throughout your course. The approximate percentage of the course which is assessed by coursework is outlined below:

Level 4

74% coursework

26% practical exams

Level 5

50% coursework

37.5% written exams

12.5% practical exams

Level 6

64% coursework

17% written exams

19% practical exams

Feedback

You will receive feedback on the formative assessment, and written summative assessments. Feedback on examination performance can be requested from the module leader. Feedback is intended to help you learn and progress, and you are encouraged to review and discuss your feedback with your module or personal tutor.

We will aim to provide you with feedback within 15 working days of submission.

Details of progression and pass marks for assessment can be found in the university regulations.

Life at Middlesex

Entry requirements

Qualifications

Middlesex University has a flexible and personalised approach to admissions and we accept applications from students with a wide range of qualifications and a combination of qualifications.

Please check our general entry requirements page to see how these points can be achieved from our acceptable level 3 qualifications and the combinations which are welcomed by Middlesex University, including GCSE requirements

Applications from mature candidates without formal qualifications are welcomed, provided they can demonstrate appropriate levels of relevant ability and experience.

If you are unable to meet the entry requirements for this course you may still be eligible for our Foundation year course. This is an extra year of study to prepare you for the full degree. For more information see our Psychology foundation page.

Eligibility

UK/EU and international students are eligible to apply for this course.

Academic credit for previous study or experience

If you have achieved a qualification such as a foundation degree or HND, or have gained credit at another university, you may be able to enter a Middlesex University course in year two or three. For further information please visit our Transfer students page.

If you have relevant qualifications or work experience, academic credit may be awarded towards your Middlesex University programme of study. For further information please visit our Accreditation of Prior Learning page.

Interviews, entrance tests, portfolios and auditions

Entry onto this course does not require an interview, portfolio or audition.

Qualifications

120 UCAS points plus GCSE C English, Maths and Science

Middlesex University has a flexible and personalised approach to admissions and we accept applications from students with a wide range of qualifications and a combination of qualifications.

Please check our general entry requirements page to see how these points can be achieved from our acceptable level 3 qualifications and the combinations which are welcomed by Middlesex University, including GCSE requirements

Applications from mature candidates without formal qualifications are welcomed, provided they can demonstrate appropriate levels of relevant ability and experience.

If you are unable to meet the entry requirements for this course you may still be eligible for our Foundation year course. This is an extra year of study to prepare you for the full degree. For more information see our Psychology foundation page.

To find out more about the qualifications we accept from your country please visit the relevant support in your country page. If you are unsure about the suitability of your qualifications or would like help with your application, please contact your nearest regional office for support.

Visas and immigration

You will not need a visa to study in the UK if you are a citizen of the European Union, Iceland, Liechtenstein, Norway or Switzerland. If you are a national of any other country you may need a visa to study in the UK. Please see our visas and immigration page for further information.

English language requirements for international students

You must have competence in English language to study with us. The most commonly accepted evidence of English language ability is IELTS 6.0 (with minimum 5.5 in all components). Visit our English language requirements page for a full list of accepted tests and qualifications. If you don't meet our minimum English language requirements, we offer an intensive pre-sessional English course.

Interviews, entrance tests, portfolios and auditions

Entry onto this course does not require an interview, portfolio or audition.

Scholarships, fees and bursaries

Careers

How can the BSc Psychology with Education support your career?

Our psychology graduates are attractive to employers because they bring a detailed knowledge and understanding of human behaviour, coupled with advanced communication skills. Though the career options are broad, many of our graduates progress to postgraduate study in order to become a chartered psychologist in a range of psychological disciplines. You will also be well placed to enter a career within education.

Upon successful graduation you will be eligible for the Graduate Basis for Chartered Membership to the British Psychology Society, which is a necessary step if you wish to pursue postgraduate training in areas such as clinical, counselling, educational, occupational, health or forensic psychology.

Facebook

Happy new year everyone! We're looking forward to welcoming our students, staff and friends around the world back for 2018. Here's hoping it will be a productive and rewarding year ahead for all of you!